대학 글쓰기 수업에서의 패러디 활용

초록

In this study, to learn about the definition of parody, I looked at one case for introducing actively in classroom writing a parody. Students know how to cite sources, it was met with the process of recreating a new original. Through the results of the lesson it was to learn about the effectiveness of some of the parody. First, the parody is that it provides an opportunity to actively analyze the text, and went through the process of re-creation of creative writing can be used as a training method. Second, re-born as early as creations of different types while a certain amount of time without knowing whether continue the form that mimics the original text can have fun through creativity. Third, sometimes combined with any other media, while also undergoing a completely different time and space to meet the consilience course, students will learn from this in a way that duly cited the original text. Fourth, beyond the plagiarism and pastiche it can get to the fun that can be used creatively work. Finally, through the work of parody other friends it will know the effect of criticism and satire. Parody makes a variety of criteria and thoughts to analyze the text and understand the subject. Convergence and consilience this important point, to form a variety of integrated consilience the same time, convergence between media, communication between the creator and re-creator between the text and writing parodies will be important in the future. As well as the common cultural <Writing> university, and it is expected to be a parody of effective teaching tools in a variety of convergence, combined liberal arts.

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